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Difficulty with writing and reading

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Writing and reading difficulties in preschool children


It is believed that 10-15% of students suffer from dyslexia. This means difficulty with reading and writing. The child confuses and loses letters, it is difficult to distinguish sounds, he is tired of rewriting texts, it is difficult to read the given text. These problems are not the result of her lack of dedication or unwillingness to learn. And although the symptoms of dyslexia can be managed, it requires a lot of work - both from the child and from the adult. Already in kindergarten, we can notice difficulties with writing and reading in some children, so it is worth supporting them at this stage of learning.
Our offer includes a variety of educational aids for preschool children. From an early age, various exercises should be implemented that develop the child's senses, such as sight and hearing, and also support their motor development. Difficulties with reading can be overcome thanks to interesting and exciting games, such as the alphabet with pictures or puzzles with syllables. Dysgraphia, i.e. handwriting that is difficult to read, is also treated. It is worth encouraging the child to make patterns or play with sand or sort objects, thanks to which the student trains his hand and accuracy of movements. A child can eliminate difficulties in writing, for example, with spelling tests.
The assortment includes materials for teachers and pedagogues who can choose the appropriate method of work for their wards with problems that arise during learning to read and write. Learning aids can be easily adapted to the type of difficulty and age of the child. All proposals correspond to the main curriculum and are developed by experienced psychologists and teachers. They effectively support the child's struggle with the difficulties experienced. They are prepared in such a way that they are interesting and exciting for students. The materials affect different senses and help improve visual, auditory and motor-spatial perception.

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